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    New-Chapter 4-Traditional Training Methods

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    Razia Sultana
    training

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    New-Chapter 4-Traditional Training Methods

    Uploaded by

    Razia Sultana
    14 views21 pages
    training

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    training

    Copyright:

    © All Rights Reserved
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    Download as pptx, pdf, or txt
    14 views21 pages

    New-Chapter 4-Traditional Training Methods

    Uploaded by

    Razia Sultana
    training

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    © All Rights Reserved
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    Traditional Training

    Methods
    Chapter 4
    6th Edition
    Raymond A. Noe
    McGraw-Hill/Irwin Copyright © 2013
    Learning Objectives
    • Discuss the strengths and weaknesses of
    presentational, hands-on, and group building
    training methods
    • Provide recommendations for effective on-the-job
    training (OJT)
    • Develop a case study
    • Develop a self-directed learning module

    7-2
    Introduction
    Traditional training methods
    Require an instructor or facilitator
    Involve face-to-face interactions

    7-3
    1. Presentation Methods
    Trainees are passive recipients of information, which
    may include:
    Facts or information
    Processes
    Problem-solving methods
    Includes lectures and audio-visual techniques

    7-4
    Presentation Methods
    •i. Lecture
    • Trainers communicate through spoken
    words
    • Least expensive and least time-
    consuming ways to present information
    • Easily employed with large groups of
    trainees
    • Supports behavior modeling and
    technology-based techniques
    • Is often supplemented with question-
    and-answer periods, discussion, video,
    games, or case studies

    7-5
    Presentation Method

    • Disadvantages of a lecture
    1. Lacks participant involvement,
    feedback, and meaningful
    connection to work environment
    2. Appeals to few of the trainees’
    senses
    3. Makes it difficult to judge learners’
    level of understanding

    7-6
    Table 7.1 - Variations of the Lecture
    Method

    7-7
    Presentation Methods
    . Audiovisual instruction
    •2

    It is the combination of two media audio and vedio


    media e.g. Tape record, Microphones, Ear phones, Slide,
    film strips etc.

    • It Used for improving communications,


    interviewing, and customer-service skills
    • Used for illustrating how procedures
    should be followed
    • Disadvantages
    • Too much content for the trainee to
    learn
    • Overuse of humor, music, or drama
    may make it difficult to understand
    the important learning points

    7-8
    Hands-on Methods
    Advantages Disadvantages

    1. On-the-job  Customized to the  Managers and peers may


    training (OJT) experiences and abilities of not use the same
    trainees. process to complete a
     Training is immediately task.
    applicable to the job.  Overlooks that
     Save costs. demonstration, practice,
     Can be offered at any and feedback are
    time, and trainers will be important conditions for
    available because they are effective on-the-job
    peers. training.
     Unstructured OJT can
    result in poorly trained
    employees.

    7-9
    Hands-on Methods
    Advantages Disadvantages
    2. Self directed • Allows trainees to learn at • Trainees must be
    learning their own pace and receive motivated to learn on
    feedback about the learning their own
    Employees performance • Higher development
    • Take responsibility • Requires fewer trainers, costs
    for all aspects of reduces costs associated with
    learning • Development time is
    travel and meeting rooms, longer
    • Determine when it and makes multiple-site
    is conducted and training more realistic
    who will be • Provides consistent training
    involved content
    • Makes it easier for shift
    employees to gain access to
    Trainers serve as training materials
    facilitators

    7-10
    Hands-on Methods
    Advantages Disadvantages

    3. Apprenticeship • Learners can earn pay • High development


    Work-study while they learn costs
    training method • Involves effective • Increased time
    with both on-the- learning commitment required
    job and about “why and of management and
    classroom how” journey workers
    training • Results in full-time
    employment for trainees

    • Meets specific business • Limited access for


    training needs and help minorities and
    attract talented employees women
    • No guarantee of full-
    time employment
    • Training results in
    narrow focus
    expertise 7-11
    Hands-on Methods
    4. Simulation
    Represents a real-life situation
    Trainees’ decisions and the resulting outcomes mirror
    what would happen in real work situations
    Replicates the physical equipment that employees use
    on the job
    Is used to teach production, process skills,
    management, and interpersonal skills

    7-12
    Hands-on Methods
    5. Case studies
    Description about how employees or an organization
    dealt with a difficult situation
    Trainees are required to:
     Analyze and critique the actions taken
     Indicate the appropriate actions
     Suggest what might have been done differently

    7-13
    Hands-on Methods
    Appropriate for developing higher order intellectual
    skills
    Help trainees develop the willingness to take risks
    Case may not actually relate to the work situation or
    problem that the trainee will encounter

    7-14
    Table 7.5 - Process for Case
    Development

    7-15
    Hands-on Methods
    6. Business games
    Require trainees to gather information, analyze it, and
    make decisions
    Primarily used for management skill development
    Mimic the competitive nature of business
    Designed to demonstrate understanding or application
    of knowledge, skill, or behavior
    Provides several alternative courses of action
    Rules limit participant behavior
    https://www.trainerbubble.com/downloads/category/free-tr
    aining-resources/free-training-games/

    7-16
    Table 7.6- Questions to Use When
    Debriefing A Game

    7-17
    Hands-on Methods
    7. Behavior modeling
    Demonstrates key behaviors to replicate
    Provides trainees with the opportunity to practice the
    key behaviors
    Based on the principles of social learning theory
    More appropriate for teaching skills and behaviors than
    factual information

    7-18
    Hands-on Methods
    Developing behavior modeling training programs
    requires determining:
     The tasks that are not being adequately performed due to
    lack of skill or behavior
     The key behaviors that are required to perform the task.
    Key behavior: Set of behaviors that are necessary to
    complete a task
    Modeling display: Key behaviors that trainees will
    practice to develop the same set of behaviors

    7-19
    Table 7.8 - Activities in a Behavior
    Modeling Training Program

    7-20
    Hands-on Methods
    Modeling display
     Key behaviors that the trainees will practice to develop
    the same set of behaviors
     Characteristics of effective modeling display
     Clearly presents key behaviors
     Is credible to trainees
     Overview of key behaviors is presented
     Key behavior is repeated
     Review of key behaviors is included
     Both positive and negative use of key behaviors is
    presented

    7-21

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